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The Partnership Challenge: The Partnership Challenge: Aboriginal Institutions and Aboriginal Institutions and Mainstream Colleges and Mainstream Colleges and

Universities Universities

ACCC Conference May 2007

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What are Indigenous What are Indigenous Institutions?Institutions?

Education and training institutions Established/mandated by Indigenous people

to address the unique needs of Indigenous people and communities i.e. intellectual, cultural, linguistic, social, economic

Owned and controlled by Indigenous people

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Indigenous InstitutionsIndigenous InstitutionsWhat do they do?What do they do?

Design, develop and deliver education and training programs to support the capacity development of Indigenous Nations

Ensure the spirit of Indigenous people remains a major influence in the delivery of education programs and services to all students

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Indigenous Institutions – Who Indigenous Institutions – Who are they? Where are they? are they? Where are they?

29 in British Columbia 10 in Alberta (Blue Quills First Nation College est. 1971)

3 in Saskatchewan 1 in Manitoba 8 in Ontario Other education and training initiatives i.e.

Mi’kmaq College Institute, community initiatives

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Characteristics of Indigenous Characteristics of Indigenous InstitutionsInstitutions

Offer a breadth of certificate, diploma and degree programs including: alternative secondary programs; literacy; adult education; apprenticeship; skilled trades; professional and community development programs

Constantly expanding program offerings to address current and changing needs

Deliver programs to address needs at a particular point in time

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Characteristics of Indigenous Characteristics of Indigenous InstitutionsInstitutions

Sample Program areas: Aviation; Computers; Human Services; Traditional Health Approaches/Nursing/Paramedic, other Health Services; Indigenous Languages; Language Instructor Apprentice; Media; Teacher/Educator Training; Public Administration; Cultural Interpretation; Indigenous Knowledge; Finance and Business; Human Resource Management; Pipe Fitter/Welding/Automotive; Policing; Horticulture; Renewable Energy; Law Clerk

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Characteristics of Indigenous Characteristics of Indigenous InstitutionsInstitutions

Holistic approach to education Community-based programs with flexible delivery

models Culturally rich, learner centered environments Focused on student retention and success i.e.

transportation to placements, tutors/mentors Elder and community involvement in curriculum

design, development and delivery Research departments i.e. community research,

curriculum development

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Characteristics of Indigenous Characteristics of Indigenous InstitutionsInstitutions

Curriculum infused with Indigenous history, culture, language, traditions and values

Indigenous faculty provide an Indigenous perspective and address Indigenous learning styles

Community involvement/integration throughout the educational process (support, referrals)

Small class sizes Tremendous support from communities and First

Nations leaders

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Student Profile DataStudent Profile Data

Of the First Nations students aged 20 - 34:

More female students in full-time programs

More male students in part-time programs

(estimates based on enrolment in PSE institutions at Canadian rates, 2003-04, Infometrica, 2005)

0200040006000800010000120001400016000

full-time

part-time

men

women

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Student Profile DataStudent Profile Data

Average age of First Nations students is older than all students

Male 36.5 Female 36.6 All Canadian students

male 30.9, female 30.3

0

5

10

15

20

25

30

35

40

college undergrad grad

men

female

Canadian

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Student Profile in Indigenous Student Profile in Indigenous InstitutionsInstitutions

Largely mature students, many with dependents and jobs

Largely women Students do not prefer to leave their communities Many students would not necessarily compete for

space in mainstream post-secondary institutions Many require support to increase self-confidence

for success in education Require multiple support services

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Indicators of Student SuccessIndicators of Student Success Students inquire and register in programs Boost in self-confidence Good study skills Desire for continued learning Increased understanding/acquisition of Indigenous

history, culture, language Retention and course completion Application of knowledge and skills for

meaningful, long-term employment

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Why are Indigenous Why are Indigenous Institutions Successful?Institutions Successful?

Support Nation/community capacity – education and training, economic, social

Highly supported by Indigenous communities Building reputation for the delivery of quality

education and training Indigenous instructors Culturally relevant programs For our people, by our people, our way

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Why are Indigenous Why are Indigenous Institutions Successful?Institutions Successful?

Community-based program delivery Flexible delivery models Small class sizes Community reputation/delivery = enrolments i.e.

92% increase in enrolment over 5 years (Ontario

institutions) Focused on student success that are assisted by

community networks i.e. up to 98% success rates (Ontario institutions)

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Why are Indigenous Why are Indigenous Institutions Successful?Institutions Successful?

Get to know the students Wide range of student support services i.e.

housing; transportation to field placements; mentor/tutors on site and by email/phone; field visits to students in their home communities; healing circles; on-line bulletin boards; assistance with funding, accessing child care and other community services

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Partnerships/Linkages - LocalPartnerships/Linkages - Local

Professionals in the fieldCommunity agencies/individuals, eldersEmployers, unions, private sector i.e.

Chamber of Commerce, local MayorAlumniFunding Agencies i.e. AHRDA’s, PSSSP

administration organizationsMembers of Provincial Parliament

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Partnerships/Linkages - OtherPartnerships/Linkages - Other

Consortia of Indigenous Institutions i.e. Ontario, British Columbia and Alberta

National Association of Indigenous Institutes of Higher Learning

International – WINHEC, WIPCE Government departments – provincial, federal Colleges and Universities i.e. equipment, labs Assembly of First Nations/Political Organizations Members of Parliament

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Supply and Demand for Supply and Demand for Skilled/Educated WorkforceSkilled/Educated Workforce

Ever increasing Aboriginal population Huge demand for skilled labour Large demand to keep pace with a changing work

force i.e. multi-skilled, multi-talented, technology Students ready to learn, graduates ready to work

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Indigenous Institutes Respond Indigenous Institutes Respond to Supply and Demandto Supply and Demand

Proven successfulLack policy and legislative support from

government Lack secure and adequate fundingCurrent situation limits the capacity of

Indigenous institutions to address the depth and breadth of current and future needs

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Lack of Recognition from Lack of Recognition from GovernmentGovernment

Institutes lack of formal recognition from government = lack of recognition to grant certificates, diplomas and degrees

Recognition and portability of student credentials is questioned

British Columbia recognizes: Nicola Valley Institute of Technologies, Institute of Indigenous Government

Saskatchewan recognizes: First Nations University of Canada, Saskatchewan Indian Institute of Technology

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Lack of Recognition by Lack of Recognition by GovernmentGovernment

Forced partnerships with mainstream institutes = Indigenous institutions in a subservient position, lack of autonomy

High costs for partnerships Loss of ownership of curriculum developed by

Indigenous institutions Negative impact or loss of control of hiring

instructors They don’t think we can do it!

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Lack of ResourcesLack of Resources No source of secure and adequate funding Lack of formal government recognition = lack of

funding for operations, equipment, facilities, research, student support

Forced partnerships with mainstream institutions to access provincial funding

Private sector/foundations believe the federal government “looks after Indians”

PSE funding capped in 1989; not enough training funding

Expected to perform as well as mainstream institutions

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Sources of Funding for Sources of Funding for Indigenous InstitutionsIndigenous Institutions

Federal Programs (INAC, HRSDC)TuitionProvincial programsCommunity contributionsPrivate sector grants and contributionsAn example: one institute = fourteen

sources of revenue at one time

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Lack of Recognition and Lack of Recognition and Resources Resources

Limits capacity to address needsLimits enrolmentLimits capacity to address student support

requirementsRisks qualityChallenges the provision of “state of the

art” facilities and equipment

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OpportunitiesOpportunities

Established Consortiums and a national association to strengthen advocacy efforts

Conduct research to support the capacity development of institutions i.e. CRRF research

Promote achievements/successes i.e. conferences, student success publication, student and instructor awards

Create awareness of issues affecting the growth and development of the institutes

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OpportunitiesOpportunities

Participate in regional and national forums to facilitate policy change

Take collective action to ensure institutions do not continue to be marginalized by mainstream systems and their governments

Increase partnerships, alliesFoster champions

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OpportunitiesOpportunities

Parliamentary Standing Committee on Aboriginal Affairs and Northern Development released a report titled, No Higher Priority: Aboriginal Post-Secondary Education in Canada, February 2007, which recommended:

“The successes of Aboriginal-controlled institutions should

be acknowledged by government, supported and built upon ... government should put in place measures that strengthen and promote the long-term viability of these key institutions for the future of Aboriginal postsecondary education." pp 39

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OpportunitiesOpportunitiesParliamentary Standing Committee on Aboriginal Affairs and Northern Development released a report entitled, No Higher Priority: Aboriginal Post-Secondary Education in Canada, February 2007, which recommended:

“the 2% annual cap on spending increases for the Department’s Post-Secondary Education Program be eliminated immediately” p 32

“spending increases for PSE programming be based on actual costs associated with program components and not subject to discretionary caps” p 33

“provide adequate funding under the PSE program for every eligible First Nations and Inuit learner and put a plan in plan to achieve that priority by the end of 2007” p33

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For more information: For more information:

Lu Ann HillAboriginal Institutes’ Consortium

National Association of Indigenous Institutes of Higher Learning

annhm@aboriginalinstitute.com